In a three-year project, students were taught STEM skills by designing solutions for real-world problems. An evaluation of the project found most students were stimulated and engaged.
Articles on Maths skills
Displaying 21 - 40 of 42 articles
Studying maths is likely to make you smarter and more employable.
We asked 252 Australian Greens party supporters and 252 One Nation party supporters to do some simple maths. Their answers changed when we told them it was climate change data.
Maths anxiety can be made a thing of the past, as new research shows.
To multiply two numbers by hand take a few steps but it’s something we’re taught in school. When dealing with big numbers, really big numbers, we need to a quicker way to do things.
Make maths more fun with these tips
The Romans may not have had a symbol for zero, but bees understand what it means beyond just the simple assumption “there’s nothing there”.
New research shows that many adults across the world are financially illiterate and unable to complete even basic mathematical calculations.
Through abstraction, the underlying essence of a mathematical concept can be extracted.
But could the influences of Shanghai and Singapore help?
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
There’s a reason why some people get different answers to those frustrating viral maths problems. You need to learn how to “read” the maths.
Good quality education fuels an economy. South Africa needs to increase its supply of science and technology university graduates. But instead it’s lowering the bar, especially when it comes to maths.
Maths occupies an eminent place in global schooling assessment criteria not just because of its content, but for the skills that are taught and developed alongside it.
The truth behind South Africa’s decision to allow 20% as a maths pass mark in some grades is a little more complex than many have suggested.
Some have suggested that deracialising the academy requires all researchers, teachers and students to link knowledge and identity. What might this mean for mathematics?
Lowering maths prerequisites to study science, engineering and commerce at university has led to students playing catch up for years. This should be fixed.
Rather than having teachers instruct students on solution methods, many students prefer to work out solutions by themselves or by working with other students.
People shouldn’t let these tricky puzzlers reinforce their misguided notion that they stink at math.
Kids who think being good at mathematics is just a matter of God-given talent are less likely to pursue math-related fields. But research says this kind of belief is misguided.
Top contributors
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Senior Lecturer in Mathematics, University of Lancashire
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Deputy CEO (Research), Australian Council for Educational Research
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Senior Lecturer in Statistics, University of Glasgow
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Senior Lecturer in Mathematics, University of Essex
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Lecturer in Economics and Social Statistics, UCL
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Adjunct Professor, University of Sydney
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Head: Wits School of Governance, University of the Witwatersrand
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Professor of Science, Mathematics and Technology Education, Monash University
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Professor of Education and Mathematics Education, University of the Witwatersrand
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Ph.D. Candidate in Psychology, Northwestern University
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Professor of Education, Sheffield Hallam University
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Senior Lecturer, School of Education, The University of Queensland
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Senior lecturer mathematics and physics education, University of the Sunshine Coast
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Associate Professor, Department of Physiology, Monash University
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Research Fellow, School of Biological Sciences, Monash University